How does changing the question result in students changing their answers?

Tamsin Meaney, Kathryn C Irwin

    Research output: Book chapter/Published conference paperConference paper

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    Abstract

    Students are asked questions to show teachers and other stakeholders both what they know and what they do not know. In mathematics, the terms that they use and the way in which they phrase their answers are an indication of their increasing understanding of the topic. This is reflected in the Mathematics Curriculum that accepts everyday language for lower levels and expects mathematical language for higher levels. This paper reports on how different questions resulted in differences in whether or not students used everyday or mathematical terms in talking about the activity they were undertaking. The students whose responses are discussed in this paper were part of the National Educational Monitoring Project's assessment of mathematics in 1997. Analysis includes differences between responses of Year 4 and Year 8 students, between students from upper and lower decile schools and between boys and girls.
    Original languageEnglish
    Title of host publicationNew Zealand Association of Research in Education conference
    Subtitle of host publicationNZARE/AARE Joint Conference 2003
    Place of PublicationWellington, NZ
    PublisherNZARE
    Pages10-10
    Number of pages1
    Publication statusPublished - 2003
    EventNZARE/AARE Joint Conference 2003 - Auckland, New Zealand, New Zealand
    Duration: 29 Nov 200303 Dec 2003

    Conference

    ConferenceNZARE/AARE Joint Conference 2003
    CountryNew Zealand
    Period29/11/0303/12/03

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  • Cite this

    Meaney, T., & Irwin, K. C. (2003). How does changing the question result in students changing their answers? In New Zealand Association of Research in Education conference: NZARE/AARE Joint Conference 2003 (pp. 10-10). NZARE.